1. The Family Attachment Scheme Introduction to second year Dr Kieran McGlade k.mcglade@qub.ac.uk

2. Objectives this year Re-establish contact with your family soon Two visits in each semester Two tutorials in each semester Write up your report

3. Learning Outcomes (Figures in parentheses refer to programme outcomes for the entire curriculum) Describe the cultural and social environment of the families/household visited (10,15); Describe how social class, accommodation, neighbourhood, schooling, work, and leisure pursuits inter-relate with illness and disease (15,16); Construct a family tree using this to describe the household and the broader family structure (15, 28); List the family's recent and continuing illness events (10, 12, 28); Describe how the family has dealt with these illness events including occupancy of the sick role (16);

4. Learning Outcomes (Figures in parentheses refer to programme outcomes for the entire curriculum) Describe the definition of illness from the standpoint of the family and the professional (12, 16); List the medical and social resources available in the community (9); Evaluate the extent to which family/household health care needs have been met by available resources and identify why needs remain unmet (9,12);

5. Learning Outcomes (Figures in parentheses refer to programme outcomes for the entire curriculum) Discuss how community efforts to prevent disease and promote health impinge on the family (9,12); Discuss the specific family visited in relation to the known demography, epidemiology and psychosocial factors of illness and disease (10); Demonstrate an ability to work as a team member and discuss the potential impact of the student's presence on the family (36,45); Demonstrate appropriate respect for patients and their rights to confidentiality and informed consent (11,27,38); Demonstrate an ability to gather information efficiently and synthesise relevant information in the form of a report.

6. Duties of a Doctor make the care of your patient your first concern; treat every patient politely and considerately; respect patients' dignity and privacy; listen to patients and respect their views; give patients information in a way they can understand; respect the rights of patients to be fully involved in decisions about their care; keep your professional knowledge and skills up to date;

7. Duties of a Doctor (contd) recognise the limits of your professional competence; be honest and trustworthy; respect and protect confidential information; make sure that your personal beliefs do not prejudice your patients' care; act quickly to protect patients from risk if you have good reason to believe that you or a colleague may not be fit to practise; avoid abusing your position as a doctor; and work with colleagues in the ways that best serve patients' interests

8. Sources of Information http://www.qub.ac.uk/cm/gp/Courses/Undergradu ate/FAS.htmlhttp://www.qub.ac.uk/cm/gp/Courses/Undergradu ate/FAS.html http://www.qub.ac.uk/cm/undergrad/year1/0405/fa mily/http://www.qub.ac.uk/cm/undergrad/year1/0405/fa mily/ Queens Online NB Other Courses! –Second Year – The Individual in Society –First Year – Science Society and Medicine

11. Writing your report An account of your visits An account of your impressions Draw on what you have learned in the “Individual in Society” and “Science, Society and Medicine” courses. Draw on what you have learned from others in your tutorial group.

12. Family Attachment Scheme Dept of General Practice, Queen’s University Belfast Visit Date: Duration: Dialogue Student/Patient/FamilyIssues ArisingResponse Any -biomedical -psychosocial -professional -factual Issues that arise which the student needs to or should find out more about – should be jotted down here For example: - social class -various conditions ( medical) -odd behaviour requiring interpretation What did the student do to resolve/ address Issues Eg Looked up Spoke to etc Miss X volunteered with great feeling how much she missed her mother and how she had been a great source of strength at difficult times in her life Found it a bit embarrassing when Mrs X got distressed talking about her mother. Must bring this up in the tutorial group – what is the best way to deal with these situations – what should you say or do. Why did Miss X never marry? What proportion of the population remain unmarried? What influence has the unmarried state on health? We were surprised at how profoundly this elderly lady still missed her mother Useful discussion in tutorial group about loneliness and also about changing composition of society and extended family. See if we can get answers to how many people do not marry etc. from census data Example of a student learning log

13. The Report For regulations see para 12.3 of the study guide Combined effort (two or three students) Main part (4,000 words) Personal reflection (750 words) in appendix

14. The Report Your GP tutor may wish to have a copy of your final report Your tutor may be happy to review a draft of your report but will not be assessing it

15. COMMENTS V GoodGoodAdequatePoor Introduction and background. Description of how the study was carried out. Ability to interpret and critically evaluate the “family’s” life experiences Ability to draw parallels with experience gained from other parts of the course / other students’ experiences. Ability to quote from the relevant literature and relate this to own learning experiences in the family. Writing style Salient personal commentary and conclusions Appendices and documentation provided

16. Tips for preparing for the Report Use a diary Include information from tutorials and other parts of the course as well as your visits Look at exemplars of previous reports but write your own Do not pad the appendices! Don’t have to be nice about the course!

17. Deadline Last Friday of teaching in the Spring Semester – but this may be brought forward to avoid students having to meet too many deadlines at the same time.